The weakening publicness and democracy of public education and growing intervention of non-state actors in education governance: the case of Denmark, France, and Portugal
DOI:
https://doi.org/10.24452/sjer.47.2.7Keywords:
publicness in education; public education; non-state actors; international large-scale assessments; accountabilityAbstract
This article discusses how the increasing interventions of non-state actors in education governance are shaping democratic decision-making in public schools. We focus on the effects of these interventions in public schools in Denmark, France, and Portugal regarding the interconnected dimensions typically advocated by non-state actors: the use of international large-scale assessments, accountability, datafication and digitalization of education. Despite the different cultural traditions and historical trajectories in these three countries, the paper shows that the intervention of non-state actors is being reinforced and tends paradoxically to weaken publicness in schools.
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Copyright (c) 2025 Sofia Viseu, Luís Miguel Carvalho, John Benedicto Krejsler, Romuald Normand

This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.